Big Idea: Where Do I Come From?
Defining Question: Why do we study the past?
Nine Weeks Goal:
I can use close reading strategies (diction, imagery, details, figures of speech) to extract meaning from a variety of texts and write analytically.
8/31-9/04 Monday
Tuesday
Wednesday
Thursday
Friday
CCSS:
RI 7.2
RI 7.4
RI 7.5
SL 7.1
L 7.1
L 7.5
RI 7.2
RI 7.4
RI 7.5
SL 7.1
L 7.1
L 7.5
RI 7.2
RI 7.4
RI 7.5
SL 7.1
L 7.1
L 7.5
RI 7.2
RI 7.4
RI 7.5
SL 7.1
L 7.1
L 7.5
RI 7.2
RI 7.4
RI 7.5
SL 7.1
L 7.1
L 7.5
Learning
Targets
1. I can analyze a nonfiction text.
2. I can actively
participate in purposeful
discussions of selected
texts in both small and
whole groups.
1. I can analyze a nonfiction text.
2. I can actively
participate in purposeful
discussions of selected
texts in both small and
whole groups.
1. I can analyze a non-fiction
text.
2. I can actively participate in
purposeful discussions of
selected texts in both small
and whole groups.
1. I can analyze a nonfiction text.
2. I can actively participate
in purposeful discussions of
selected texts in both small
and whole groups.
1. I can analyze a nonfiction text.
2. I can actively participate
in purposeful discussions of
selected texts in both small
and whole groups.
Terms to
Know:
1. Cellar
2. Indentured servant
3. Tuberculosis
4. Abscess
5. Sherd
1. Cellar
2. Indentured servant
3. Tuberculosis
4. Abscess
5. Sherd
1. Cellar
2. Indentured servant
3. Tuberculosis
4. Abscess
5. Sherd
1. Cellar
2. Indentured servant
3. Tuberculosis
4. Abscess
5. Sherd
1. Cellar
2. Indentured servant
3. Tuberculosis
4. Abscess
5. Sherd
Steps:
1. Daily Vocabulary
Ritual
1. Daily Vocabulary
Ritual
1. Daily Vocabulary Ritual
1. Daily Vocabulary Ritual
1. Daily Vocabulary Ritual
2. Introduction of
Written in Bone – Read
“The Lost Colony of
Roanoke Island”
2. Review annotation
guide (posted in
classroom)
2. Each group will create a
topic sentence using the
reviewed template
2. Students will jot note
and discuss text features in
an informational text.
2. Students will jot note
and discuss text features in
an informational text.
Themes addressed:
Cooperation is essential to
survival
Work is essential to survival
3. Each group will work to
complete revisions noted
by the teacher on their
paragraphs.
3. Each group will work to
complete revisions noted
by the teacher on their
paragraphs.
3. Decide on one sentence for
(formative assessment)
(formative assessment)
3. Briefly review
3. View video clip from
figurative language –
Written in Bone: Life and metaphor, simile,
Death in Colonial
connotative diction,
Chesapeake
imagery
Christie Langford
Coppinville Junior High School
ELA 7, Pre-AP ELA 7
Big Idea: Where Do I Come From?
4. Complete Text
Feature activity
Defining Question: Why do we study the past?
the class.
4. Activity One –
Annotate poem “SeaFever” with groups
5. Activity Two Selecting and Writing
effective Topic
Sentences with groups
4. Students will compose
topic sentences using
template and provide three
pieces of evidence from
Jamestown Lifescape
(formative assessment)
Notes:
Christie Langford
Coppinville Junior High School
ELA 7, Pre-AP ELA 7